Quality Physical Education: Where Does this Approach Come From?
Authors
Rosa López-D'Amico
Universidad Pedagógica Experimental Libertador, Venezuela
[email protected] https://orcid.org/0000-0002-8091-7200Detalles
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Abstract
n recent years, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has generated guidelines towards Quality Physical Education (QPE) in order to emphasize the value of systematic practice in nations and its presence in the educational curriculum. Discussions about QPE have been going on for more than 15 years. UNESCO’s report (2005) on the quality of physical education highlighted the importance of essential areas, such as the efficiency of the development of an active lifestyle, health aspects, the quality of student growth in aspects related to values and attitudes towards sport and physical activity, habit of regular exercise practice and concern about their efficiency to address challenges such as gender issues, inclusive education, racial issues and religious, traditional or cultural limitations. The process of quality development is not restricted to curriculum development or training methods, it also relates to the construction of the environment, policies, training and development of staff. That is, it involves a holistic state of essential characteristics that allows physical education to achieve its freedom in action. This work presents a descriptive review of what has been produced from UNESCO on the field of QPE and its implementation in some nations.
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